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Teacher Education Quarterly, v35 n2 p187-200 Spr 2008

One goal educators have is to empower students at all levels in this diverse and changing society whether they work with teacher candidates or with P-12 students. Teachers are seeing increased differences in race, ethnicity, culture, and special needs in children in their classrooms. The changing composition of early childhood classrooms challenges educators to be more responsive to the diverse needs of all children. Therefore, implementing a curriculum that is culturally responsive and inclusive to assist children's needs is imperative. To prepare teacher candidates to integrate anti-bias or diversity curriculum with the regular curriculum then becomes a crucial goal of every teacher preparation program. Unfortunately, many teachers currently in the classroom report that they feel inadequate to teach multicultural or anti-bias curriculum. Implementing a diversity curriculum may not be easy because of the fear, uncertainty, or discomfort of many teachers and teacher educators. Teachers' beliefs influence and affect their teaching practices and may become barriers that prevent the integration of anti-bias curricula. However, previous research found that teacher candidates' level of intercultural sensitivity could be enhanced by their teacher preparation courses and activities and from teacher educators who encouraged teacher candidates to discuss and reflect upon issues. In this article, the authors discuss what an anti-bias curriculum is, provide the theoretical framework and rationale for involving teacher candidates in certain activities that promote the anti-bias curriculum, and offer additional anti-bias strategies for teacher candidates and teacher educators to implement in their classrooms.

Descriptors: Preservice Teacher Education, Teacher Education Curriculum, Teacher Educators, Teaching Methods, Cultural Pluralism, Bias, Student Diversity, Educational Strategies, Learning Activities, Classroom Environment, Consciousness Raising, Multicultural Education, Culturally Relevant Education, Critical Theory, Reflection, Field Experience Programs, Parent Participation, Home Visits, Role Playing, Early Childhood Education, Service Learning

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Autor: Lin, Miranda; Lake, Vickie E.; Rice, Diana

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=4452&id=EJ817318







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